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Teachers who are doing their homework in the way of professional reading are meeting with increased frequency the word, psycholinguistics, especially as it relates to reading. One might assume that the very appearance of the word connotes some abstract body of knowledge having meaning only to language theoreticians. On the other hand it is possible that once understood, the word may be a label for a developing body of knowledge that has far-reaching implications for reading teachers. In fact, one might discover that for the most part psycholinguistic thinking puts into a new context much that has been accepted and applied by reading teachers.

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